Developing a scale on examinees' attitudes toward computerized adaptive testing: Applying technology acceptance model

Implementations in measurement are greatly affected by and quickly adapt to recent advances in the field of information and communication technology (ICT) (Bennett, 2002; Linn, 1993). Particularly, the noticeable growth in computer usage by the end of the 1980s has demonstrated its impact on computer-based administrations in measurement and evaluation (Van der Linden & Glas, 2000; McDonald, 2002). Correspondingly, the usage of Computerized Adaptive Testing (CAT) has increased significantly and more examinees experience CAT. Thus, understanding examinees' attitudes toward CAT is essential for further CAT implementations to be more successful and to be used widely in educational systems (Lilley, Pyper & Wernick, 2011; Özbaşı, 2016). However, there are a limited number of studies that investigating examinees' attitudes toward CAT in the literature and there are a few instruments that measures examinees' attitudes toward CAT in educational testing. Thus, the purpose of the current study is to develop a scale to measure examinees' attitudes toward computerized adaptive testing. Technology Acceptance Model (TAM) provides a theoretical framework for developing dimensions of this scale. Proposed model in current study has three dimensions: perceived ease of use, perceived usefulness and perceived enjoyment. The initial version of the scale data exhibited a good fit with measurement model (CFI=0.970, TLI=0.964, RMSEA=0.067). Following revisions, the final version of the scale data showed a good degree of compatibility with proposed measurement model (CFI=0.969, TLI=0.959, RMSEA=0.067).